Summary
In this lesson, students will be introduced to the basic terminology for understanding film language. Students will watch various film clips, discuss them, create their own storyboards, and ultimately use the new vocabulary to analyze how they contribute to the meaning of a short scene.
Essential Question(s)
How do the formal choices made by directors enhance the meaning of their films/moving pictures?
Snapshot
Engage
Students discuss what they love about their favorite movies with an Elbow Partner.
Explore
Students organize a Card Sort to identify and classify advanced film vocabulary.
Explain
Students observe demonstrations and then analyze how to apply film language to explain various short film scenes beyond the narrative aspect.
Extend
Students create a Cognitive Comic to apply key formal elements of film language to convey a specific scenario.
Evaluate
Students watch a film clip repeatedly and use a Choice Board to synthesize their new vocabulary, evaluate a chosen scene, and write a formal analysis, considering directorial decisions and film language.
Materials
Lesson Slides (attached)
Card Sort (attached; one per group)
Cognitive Comics (attached; one per student)
Choice Board (attached; one per student )
Clapperboard (optional)
Engage
20 Minute(s)
Display slide 2 of the attached Lesson Slides as students enter the classroom. To begin the lesson, provide students with the prompt: “What is your favorite movie and why?” If they can’t name a movie, prompt them to pick a favorite genre.
Students discuss their favorite films with Elbow Partners and then share out to the class. Ask students to include a favorite scene and what makes that scene special.
Explore
35 Minute(s)
Transition to slide 3 and distribute the Card Sort. Students will use the Card Sort strategy. Divide the class into small groups and pass out the words and definitions to each group and read the instructions; first, students will match words and definitions for the first round of this activity. Then, they will sort words into one of four categories. Finally, students will name the categories.
Students can self-check their answers with a neighbor group before checking together as an entire class; then, use slide 4 to check answers with students. If there’s time, you might ask “What other categories not mentioned here make up a film?” Answers might include sound, lighting, music, acting styles, or film medium (digital/tape/celluloid).
Move to slide 5 and introduce the lesson title and concept to students.
Display slide 6 and briefly go over the essential questions.
Move to slide 7 and introduce the lesson objectives.
Explain
45 Minute(s)
Move to slide 8. Play the video “Where Do You Put the Camera?”
Display slide 9 and play the clip on the slide. If you feel comfortable, replay the clip, pausing at moments where you see important directorial choices. Try to explain how these choices relate to the overall meaning of the scene. There are notes discussing some important moments in the slide notes.
Display Slide 10 and play the clip on the slide. Play it again after instructing the students to pay attention to how the director chooses to construct each frame. Start the clip over and pause on the first frame (or you can ask students to yell “Cut!” on a frame they want to discuss). Ask them what they notice in terms of how the shot is composed; follow up by asking why they think the director made that choice and what it tells us about the scene/characters. Resume the clip, pausing each time there is a cut, and ask the same question until students have demonstrated that they are getting comfortable with the activity.
Extend
45 Minute(s)
Move to Slide 11. Explain to students that the next slides are examples of storyboards and the final shots from different filmmakers. This is how many filmmakers decide how to shoot a scene before filmmaking begins.
Show slides 12-15.
Move to Slide 16. Hand out a blank cognitive comics strip to each student. Explain to students that they will be creating a storyboard for the scene described on the slide using the Cognitive Comics strategy. They do not need to include everything in their storyboard, but they should include enough shots to fully realize the scene (4 panels minimum). Each square should represent one shot in the sequence. Remind them that they should pick a camera angle that best represents the mood of the shot as well as to include elements of mise-en-scene (“meez-ahn-sin”) that would flesh out the character or emphasize important details about the plot point they are filming.
Evaluate
60 Minute(s)
Display slide 17. Have students watch the “Paperman” short film once without taking any notes.
After their first viewing, let students know that they are going to perform a formal analysis of the film short on their own. Distribute the Choice Board handout. Tell the students they are going to rewatch the short video and make a note about three formal elements on the Choice Board that they see while watching; tell them to take short notes, just keywords they will need to remember the shot. Then (you can replay the film on silent to the class while they write) have them create a summary on the blank lines at the bottom of the page that explains these directorial choices.
After students have had time to complete their formal analysis, transition to slide 18. As an exit ticket, students will use the Two Stars and a Wish strategy to reflect on what they have learned about film language.
Resources
Braff, Z. (Director). (2004). Garden state [Film]. Camelot pictures, Double Features Films, and Jersey Films.
Cornish, J. (Artist). (2007). Harry potter and the order of the phoenix: Hall of prophecy storyboards [Storyboard]. Warner bros. pictures.
Hitchcock, A. (Director). (1963). The birds [Film]. Alfred J. Hitchcock Productions.
K20 Center. (n.d.). Card sort. Strategies. https://learn.k20center.ou.edu/strategy/147
K20 Center. (n.d.). Choice boards. Strategies. https://learn.k20center.ou.edu/strategy/926
K20 Center. (n.d.) Cognitive comics. Strategies. https://learn.k20center.ou.edu/strategy/198
K20 Center. (n.d.). Elbow partners. Strategies. https://learn.k20center.ou.edu/strategy/116
K20 Center. (n.d.). Two stars and a wish. Strategies. https://learn.k20center.ou.edu/strategy/83
Kahrs, J. (Director). (2012). Paperman [Short Film]. Walt Disney Animation Studios.
Lowery, D. & Bell, J. (Artists). (1993) Jurassic park storyboard [Storyboard] in Shay, D. & Duncan, J. (1993). The making of Jurassic Park. Boxtree.
Michelson, H. (Artist). (1963). The birds [Storyboard]. Alfred J. Hitchcock Productions.
Russell, D. (Artist). (2001). Moulin rouge storyboards [Storyboard]. 20th Century Fox.
Stanton, A. (Director). (2008). WALL-E [Film]. Camelot pictures, Pixar Animation Studios.
Szhou, T. & Szhou, T. (2025, Jan. 13). Where do you put the camera? [Video]. YouTube. https://www.youtube.com/watch?v=wa1O3nqW5hQ
Tavoularis, A., Johnston, J., & Beddoes, I. (Artists). (1977). Star wars storyboards [Storyboards]. Lucasfilm Ltd.